Proposal
October 7, 2012
To: Mr. Dave Hutchinson, Superintendent, School District 68
From: Michelle James, Nanaimo District Secondary School
Proposal
To obtain funding to implement an online Learning Management System (LMS) called Moodle to allow my Foundations and PreCalculus Mathematics 10 students to personalize their education through blended learning opportunities in both the classroom and online.
Rationale
Technology is continually changing our world. Tools and skills that were important even a decade ago are now obsolete. Today’s 21st century learners have different educational needs. Over ten years ago Marc Prensky (2001) recognized that “our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.” (p. 1) The Premier’s Technology Council (2010) has a vision for 21st century learning that describes a system rooted in personalized learning. The Council believes that through technology, students will be afforded opportunities to customize their learning through flexible learning paths that include blended learning, open access to information systems, and constant feedback and assessment that increased technology use allows. The Western and Northern Canadian Protocol (2008) states “technology contributes to a learning environment in which the curiosity of students can lead to rich mathematical discoveries at all grade levels.” (p. 9)
Using Moodle as a Learning Management System will provide opportunities for students to move from passive to active learners (Council, 2010), and allow them to find relevance and meaning in their educational paths, according to their interests and strengths. Perkins and Pfaffman (2006) found that using a Moodle “improved and enhanced student performance by promoting and organizing communication among parents, students, teachers, administrators, and the community.” (p. 34) A Moodle could provide ways for students to access online quizzes with immediate feedback, discussion forums for asynchronous discussions, and a chat feature for synchronous discussions. It would allow teachers to provide students with online information and assignments, which students having the capability of submitting assignments electronically. A calendar of events can help both teachers and parents keep students accountable.
Chickering and Ehrmann (1996) urge educational institutions to “give high priority to user-friendly hardware, software, and communication vehicles that help faculty and students use technologies efficiently and effectively.” (p. 5) Moodle will provide this for our students by giving them a platform to move through their coursework in a timeframe and direction that makes sense to them. It will allow them to communicate with their peers and instructor for feedback and support, and can provide materials that not only access their prior knowledge, but also allow them to construct their learning at a deeper level.
In considering which LMS to utilize, Bates and Poole (2003) recommend a SECTIONS model to follow. Following is a summary of how implementing a Moodle would satisfy each of the criteria suggested.
|
SECTIONS Framework Component |
How Moodle fulfills this |
| Students | Most grade ten students are relatively computer literate. Moodle will be an appropriate LMS – with supervision and guidance, students will be able to navigate the Moodle with relative ease as the interface is intuitive and user friendly. |
| Ease of Use and Reliability | As Moodle is software obtained online, it is reliable as your internet provider. |
| Cost | Moodle is free, open source software. Hosting services are approximately $600 per month through a local hosting service called Lambda Solutions (http://www.lambdasolutions.net/moodle-hosting) |
| Teaching and Learning | Students will move through the units on Moodle as quickly or slowly as their prior knowledge allows. Students will have the opportunity to work with their peers to build their knowledge. |
| Interactivity | Moodle offers calendars, discussion forums, document and assignment submissions, grading, instant messaging, file downloading, online news, quizzes and activities. |
| Organizational Issues | Students (and parents) need to be given passwords in order to access courses. Online help is readily available within Moodle. |
| Novelty | Although the Moodle LMS has been used for a while, many students at the grade ten level in our school district have not had a chance to complete coursework online, so the novelty will be quite high. |
| Speed | After an initial 6-8 week timeframe for setting up the course, changes can be made quite easily and quickly. |
With funding approval, the Moodle could be available for student use within two months, allowing time for development of modules. Pre-testing of modules showed Moodle to be extremely user-friendly and intuitive with navigation through the module simplistic. A sample online quiz provided instant feedback, while a practice chat illustrated how students would be able to communicate with each other to provide support and clarification. A Moodle will provide students with an opportunity to tailor their learning to meet their specific educational needs, while allowing them to be connected with the course, the instructor, and their classmates.
Resources
Bates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey Bass Publishers.
BC Ministry of Education. (2008). The Common Curriculum Framework for Grades 10-12 Mathematics. Retrieved September 30, 2012. From http://www.bced.gov.bc.ca/irp/pdfs/mathematics/WNCPmath1012/2008math1012wncp_ccf.pdf
Chickering, A.W. and Ehrmann, S.C. (1996). Implementing the Seven Principles: Technology as Lever. American Association for Higher Education Bulletin, 49(2), 3-6.
Perkins, M., Pfaffman, J. (2006). Using a Course Management System to Improve Classroom Communication. Science Teacher, 73(7), 33-37.
Premier’s Technology Council. (2010). A vision for 21st century education. Vancouver, BC: Premier’s Technology Council.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon. NCB University Press, 9(5).